Module Topic: Biochemistry of macromolecules in foods Lesson 1: Structure of Macromolecules Standards and Indicators: NGSS: HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules HS-LS1-2: Developing and Using Models. Modeling in 9 12 builds on K 8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. CCSS -ELA/Literacy: WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1 Learning Objectives: After this lesson, Students will be able to: Create a model of chemical bonds using chemical model kit describing different bond interactions of sugars with water by accomplishing the following: 1. Define polymerization and use it to Predict the structure of different macromolecules 2. Define and discuss hydrolysis reactions of complex sugar molecules 3. Create 3D models of sugar structures to determine the differences between different molecular structures and compare structures of disaccharides, mono-saccharides, polysaccharides, proteins, nucleic acids Materials: Chemical modeling kits- 1 per student, Student worksheets. List of Handouts: Student Instructions, Analysis/Conclusion questions. Background Information: In order to excel in this lesson, students must have a basic knowledge of chemical bonds, chemical reactions and basic carbon chemistry, which will be done in prior class periods. Classroom Activity Description Following the activity guide, students will be given several examples of disaccharides and polysaccharides and they will have to create a 3D structure for them using the chemical modeling kits. Students will then explain the products of the reactions between these molecules and water (hydrolysis). Students will continue to explain the reverse reaction and model the outcome (polymerization). Upon concluding these activities, students will be asked to predict the solubility (hydrolysis) of different compounds. Students will practice naming compounds, drawing and completing chemical reactions on a worksheet (see attached).
Sample Questions to Elicit Class Discussion: What are the three elements in a carbohydrate? Why are carbohydrates important for living things? What are their functions? Can carbohydrate molecules be broken down? What is the difference between a carbohydrate and a protein? A nucleic acid? What kinds of chemical bonds hold carbohydrates together? Proteins? nucleic acids? Homework Activity /Exercise/ Problems: Following along with the activity worksheet, students will complete all questions included in the exercise. Reflection/extension questions will include: (1) How many bonds can carbon make? Why? (2). What kinds of bonds hold these molecules together? What is happening to the electrons in the bonds? (3). Why does the structure H-C=C-H fail to make sense chemically? Explain. (4). If you were a pharmaceutical researcher, why would you need to learn the three dimensional shapes of naturally occurring molecules? Parameters to evaluate Student Work Products: Answers to exercise questions will be scored based on answer key. Student answers to Extension questions will be scored based on PARCC rubric for writing a constructed response (see attached). Explanations must be detailed and include an example in order to be scored. ACKNOWLEDGEMENT This material is based upon work supported by the National Science Foundation under Grant No. 1301071 Copyright 2016 by the Center for Pre-College Programs, of the New Jersey Institute of Technology. All Rights Reserved. Supporting Program: Center for Pre-College Programs, at the New Jersey Institute of Technology Contributors Judith Barrios, Academy for Enrichment & Advancement, Union City HS, Union City, NJ, Primary Author Howard Kimmel, Levelle Burr-Alexander - Center for pre-college Programs, NJIT. Liang Chen, Dr. Rajesh Dave - C-SOPS, NJIT
Module Topic: Chemical and nutritional effects of additives in food Lesson 2: Design an experiment for determining the presence of macromolecules Standards and Indicators: Connections to NJ common Core Standards: NGSS: HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules HS-LS1-2: Developing and Using Models. Modeling in 9 12 builds on K 8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. CCSS-Mathematics: HSF-IF. Interpret functions that arise in applications in terms of the context. HSF.BF.A.1 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (HS-LS1-4) Objectives: Students will be able to Explain homeostasis. Explain the role of macromolecules in nutrition. Design an experiment to demonstrate the effect of additives on crystallization of sugar molecules. Explain the consequence of additives and preservatives in food. Predict the effect of additives on nutrition by formulating a new nutritional label for the candy. Materials Notebook, macromolecules modeling kit, handout Activity 2: Sucrose Water Mineral oil or vegetable oil Hot plate 250 ml beakers Additives: Corn syrup
Cream of tartar Vinegar Glycerine Food coloring Lab Notebook List of Handouts: Activity 1 Student procedure, questions for discussion/reflection Activity 2 Student Procedure guidelines, Student questions for discussion/reflection, Recipe worksheet Grading rubrics Background Information: For Both Activity 1 and 2: Review experimental design, controls, variables in an experiment. Review Safety procedures and cleanup protocols Review macromolecules and nutrition Review structure of a sugar molecule Classroom Activity Procedure: 1. Using the chemical modeling kit, create a model of sucrose. Note: Sucrose is a disaccharide. Using your model follow along and answer all the questions in the activity Activity 2: 1. Obtain the materials 2. Decide how much of each material you want to include in your recipe 3. Once you have reached a decision, fill out your experimental design. 4. Complete a procedure in your lab notebook and make a flow chart of your experimental procedure for others in your group. 5. Predict the data and your results before you do the experiment. 6. Once the planning is complete, carry out the experiment noting any changes you may make along the way. 7. Gather quantitative data, noting the time the sugar crystalizes into candy. 8. Analyze data/ Present in graphs 9. Repeat and Improve Sample Questions to Elicit Class Discussion: Pre-Lab Discussion: The chemical formula for sucrose is C 12 H 22 O 11. What do these letters and numbers mean?
Activity 2:Pre-Lab Discussion: Ask students to make a prediction: What is the effect of each additive on your samples? Explain. Discuss with students how to design an experiment to compare the effect of each test. Be sure students identify variables such as: Amount of macromolecule, estimate type of sugar Temperature of each liquid Total amount of each mixture Homework Activity/Exercise/Problems Discussion Post-Lab (1) How many bonds can carbon make? Why? (2). What kinds of bonds hold these molecules together? What is happening to the electrons in the bonds? (3). Why does the structure H-C=C-H fail to make sense chemically? Explain. Extension Question: If you were a pharmaceutical researcher, why would you need to learn the three dimensional shapes of naturally occurring molecule? Activity 2: Discussion Post Lab: Have students explain their results speculating on the reaction(s) that took place. Mention equilibrium and add to explanation. Were the results what you expected? Why or why not. Post-Activity Discussion and reflection: 1. As a class, discuss what goes on during each step of the engineering process and relate each step to some part of the activity just performed. 2. Have students research the different materials used as pill coatings and the different mechanical systems used to coat pills. Challenge the students to calculate the nutritional facts of their new rock candy. What parameters need to be considered? Why? 3. Answer Extension questions Parameters to evaluate student work products Mastery of concepts demonstrated as a lab report in lab NB, presenting data and relevant conclusions. Lab report rubric will be used to determine grade. Relevant conclusions will include but are not limited to an understanding of hydrolysis of polymers, rationale and use of water as a universal solvent, presenting dissolvability in each solvent and predicting other future experiments that may be relevant. Activity 2: After discussion of reflection questions, students will provide a formal answer to each question as well as a final procedure /engineering design for their experiments noting any changes made. Student answers to Extension questions
will be scored based on PARCC rubric for writing a constructed response (see attached). Explanations must be detailed and include an example in order to be scored. Grades will be determined according to a rubric (see attached) and final reports in Notebooks will include the steps in the engineering design process presented as a flowchart for this activity. References: https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/ cub_biomed/cub_biomed_lesson05_activity1.xml (http://serendip.brynmawr.edu/sci_edu/farber/pdf/candy.pdf www.acs.org/chemmatters ACKNOWLEDGEMENT This material is based upon work supported by the National Science Foundation under Grant No. 1301071 Copyright 2016 by the Center for Pre-College Programs, of the New Jersey Institute of Technology. All Rights Reserved. Supporting Program: Center for Pre-College Programs, at the New Jersey Institute of Technology Contributors Judith Barrios, Academy for Enrichment & Advancement, Union City HS, Union City, NJ, Primary Author Howard Kimmel, Levelle Burr-Alexander - Center for pre-college Programs, NJIT. Liang Chen, Dr. Rajesh Dave - C-SOPS, NJIT